Relationship between emotional skills of preschoolers and emotional intelligence of their teachers and mothers

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Türkiye

Tezin Onay Tarihi: 2018

Öğrenci: TUĞÇE ESRA TERZİOĞLU

Danışman: REFİKA OLGAN

Özet:

The purpose of this study is to investigate the emotional skills of 66–72-month-old children and the emotional intelligence levels of their preschool teachers and mothers, as well as to examine the predictive impact of the emotional intelligence of the preschool teachers and the emotional intelligence of the mothers on the emotional skills of the 66–72-month-old children. The sample of this study involves 66–72-month-old children (N=126) who are attending public and primary elementary schools and preschools operated by MoNE in Çankaya, Yenimahalle, and Etimesgut districts of Ankara, their preschool teachers (N=126) and mothers (N=126). The data was collected through four different instruments: demographic information form for preschool teachers, demographic information form for mothers, Bar-On Emotional Quotient Inventory (EQ-i), and Assessment of Children’s Emotional Skills Test (ACES). The findings of the study reveal that 66–72-month-old children have the highest mean scores in understanding of emotions and lowest mean scores in identification of emotions. It was also found that the emotional skills of 66–72-month-old children differ with respect to their gender, family income, preschool teachers’ age, educational level, years of experience, and self-reported skils in developing children’s emotional skills, and mothers’ educational level. Furthermore, the results also showed that the emotional skills of 66–72-month-old children do not differ with respect to their mothers’ age. Finally, the results indicated that preschool teachers have higher impact on 66–72-month-old children’s emotional skills than mothers.